What is the “point” of RtI?
Response to Interventions is when interventions are provided to students who are at risk for a poor learning outcome. It is a way to assess students and provide evidence-based interventions to maximize achievement. The point of RtI is to identify students then place them in groups that best fit their needs. There are three groups in RtI, which include the Primary Level, Secondary Level and the Tertiary Level. The primary level focuses on all students and they are taught curriculum given by the district. This group is screened and monitored to see if their level changes. The secondary level is for students that have been already identifies as as risk for poor learning outcomes. They are given instruction in the general education classroom but may be broken up into small groups for extra instruction. The tertiary level is for students that have not responded to the primary or secondary level of prevention. They are given more intensive instruction and the instruction is delivered the instruction individually or in small groups. Another point of RtI is preventing reading difficulties from developing in the classroom. It is also a way to reduce referrals for special needs placement that is not needed.
Who might benefit and why?
It is most beneficial for students who need immediate support in schools. It is also beneficial for students who may be in the process of identifying students with learning disabilities. This process will also benefit teachers because it gives a better way to assess and modify things for struggling students in the classroom. One of the other main benefits is ensuring that struggling readers have high-qality instruction in the classroom before they are referred to a special education classroom.
Why do you think implementing RtI might be a “good thing” for schools?
RTI is a great thing to have in a school because it is preventative. Often times we see schools implementing interventions after their is already a problem. One of the best ways to stop a problem is preventing it in the first place. This is one of the few plans that I have seen in school that address the problem before anything actually arises.
What questions do you still have about RtI?
Would constant monitoring of student progress for RtI interfere with their actual learning?
Is this something that all schools use or is it just recently being used in elementary schools?